[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-177731-105":53,"doc-detail-177731-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","using-the-think-board","Using the think board","","Using the think board in Stage 1 supports students to solve addition and subtraction problems using words, objects, pictures, and number sentences. The resource helps learners explore connections across concrete, pictorial, symbolic, and language representations, while also recording strategies in each quadrant. Teachers can use it to structure discussion, check understanding, and assess additive strategies through explicit instruction. Guidance covers evidence-based teaching, differentiation for EAL/D, Aboriginal learners, students with disability, and additional learning needs, aligned to system and school priorities.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/using-the-think-board/177731/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/using-the-think-board/177731.png","ImageObject",442,249,{"name":88,"@type":89},"Gloria","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-27","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":8},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What learning problems is the think board designed to support in Stage 1?","Question",{"text":108,"@type":109},"It supports addition and subtraction problem solving using words, objects, pictures, and number sentences.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How can students use the think board to show different strategies?",{"text":113,"@type":109},"Students can use different quadrants to represent strategies and explore connections between concrete, pictorial, symbolic, and language representations.",{"name":115,"@type":106,"acceptedAnswer":116},"How do teachers use the think board to assess understanding?",{"text":117,"@type":109},"Teachers can promote discussion and use observations and assessment information to make decisions about when and how to use the resource within teaching and learning sequences.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},177731,1791735873,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":8,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},2336474459895,"https://ap-avatar.wpscdn.com/avatar/22000baeef7a5ed0655?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786071322749376916","Using the think board\nOverview\nThis Stage 1 resource uses the think board as a tool. Students solve problems involving addition or subtraction by using words, objects, pictures and number sentences.\nUsing this resource\nThink boards can be used to represent an addition or subtraction problem in different ways. Students can represent different strategies in each quadrant or use each quadrant to explore and record the connections between concrete, symbolic, pictorial and/ or language representations. Teachers can use think boards to promote discussion and assess students’ understanding of addition and subtraction problems and/ or use of additive strategies.\nEvidence base\nBrady, K., Faragher, R., Clark, J., Beswick, K., Warren, E., Siemon, D. (2015). Teaching Mathematics: Foundations to Middle Years. Australia: Oxford University Press.\nAlignment to system priorities and/or needs: \u0013 HYPERLINK \"https://education.nsw.gov.au/inside-the-department/literacy-and-numeracy-priorities/about-the-literacy-and-numeracy-priorities\" \\h \u0014The literacy and numeracy five priorities\u0015, \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/aec/premier-s-priorities\" \\h \u0014Premier’s priorities\u0015: Increase the proportion of public school students in the top two NAPLAN bands (or equivalent) for literacy and numeracy by 15% by 2023.\nAlignment to School Excellence Framework: Learning domain: Curriculum, Teaching domain: Effective classroom practice and Professional standards\nConsulted with: Numeracy P-6\nReviewed by: Literacy and Numeracy\nCreated/last updated: January 2023\nAnticipated resource review date: January 2024\nFeedback: Complete the \u0013 HYPERLINK \"https://forms.office.com/pages/responsepage.aspx?id=muagBYpBwUecJZOHJhv5kfeI9YLyPmpIqmqKL8dwfW9URUJRWjJHWjFHSlU3V01VMVdHWExNR0tQMC4u\" \u0014online form\u0015 to provide any feedback.\u000f\nWhat works best\nExplicit teaching practices involve teachers clearly explaining to students why they are learning something, how it connects to what they already know, what they are expected to do, how to do it and what it looks like when they have succeeded. Students are given opportunities and time to check their understanding, ask questions and receive clear, effective feedback.\nThis resource reflects the latest evidence base and can be used by teachers as they plan for explicit teaching.\nTeachers can use classroom observations and other assessment information to make decisions about when and how they use this resource as they design teaching and learning sequences to meet the learning needs of their students.\nFurther support with \u0013 HYPERLINK \"https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best-2020-update.pdf\" \u0014What works best\u0015 is available.\nDifferentiation\nWhen using these resources in the classroom, it is important for teachers to consider the needs of all students, including \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/aec\" \u0014Aboriginal\u0015 and EAL/D learners.\nEAL/D learners will require explicit English language support and scaffolding, informed by the Enhanced \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resources-for-schools/eald/enhanced-teaching-and-learning-cycle\" \u0014EAL/D enhanced teaching and learning cycle\u0015 and the student’s phase on the \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/english-as-an-additional-language-or-dialect/planning-eald-support/english-language-proficiency\" \u0014EAL/D Learning Progression\u0015. Teachers can access information about \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/english-as-an-additional-language-or-dialect\" \u0014supporting EAL/D learners\u0015 and \u0013 HYPERLINK \"https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resources-for-schools/eald\" \u0014literacy support\u0015 specific to EAL/D learners.\nLearning adjustments enable students with disability and additional learning and support needs to access","cbCaiqPJLri9DCR9","https://ap.wps.com/l/cbCaiqPJLri9DCR9","docx",298416,6,"English","# Overview\n# Using this resource\n# Evidence base\n# Alignment to priorities and needs\n# What works best\n# Differentiation\n# Using resources across learning areas\n## Syllabus","[{\"question\":\"What learning problems is the think board designed to support in Stage 1?\",\"answer\":\"It supports addition and subtraction problem solving using words, objects, pictures, and number sentences.\"},{\"question\":\"How can students use the think board to show different strategies?\",\"answer\":\"Students can use different quadrants to represent strategies and explore connections between concrete, pictorial, symbolic, and language representations.\"},{\"question\":\"How do teachers use the think board to assess understanding?\",\"answer\":\"Teachers can promote discussion and use observations and assessment information to make decisions about when and how to use the resource within teaching and learning sequences.\"}]","Using the think board | DOCX",1788328996]